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Wednesday, March 2, 20169:00 – 10:00 AM
Welcome to today’s webinar!
Florida Maternal Infant & Early Childhood Home Visiting Initiative
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Today’s audio will be coming through your computer, so please make sure that your volume is turned up. When you join the webinar you will automatically be muted by the webinar organizer.
Presenter: Dr. Louise BoothbyDevelopmental Consultant
Playtime 1-2-3
Creating Playful & Engaging Experiences
for Children with Developmental Delays
Opening Remarks
Playtime 1‐2‐3AssessmentBest Practice
Coaching
Play 2 Learn 4 School Success
Needs Assessment: What Do You Believe about Children with Developmental Disabilities?
…their parents need ongoing support from other parents
…have better outcomes if they get the help they need early
…learn at their own pace
…benefit from fun developmental experiences at home/school
…can be in school with their typically developing peers
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Theory Philosophy Daily Experiences
Needs Assessment: What Do You Want to Know about Developmental Disabilities?
1. Atypical Development: Delay, Deviance and Disassociation
2. Age-Appropriate Curriculums for Children Diagnosed with Developmental Delays
3. Risk Factors Influencing Development
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Needs Assessment: What Do You Want to Know about Developmental Disabilities?
4. Sensory Issues Secondary to Developmental Disabilities
5. Temperaments & Challenging Behaviors Secondary to Developmental Disabilities
6. Creating Intentional Relationships & Responsive Caregiving
7. Interpreting Screening Results for Children with Low Scores
8. General Factors Influencing Development9. Environment Arrangement While Waiting for Further
Comprehensive Evaluations10. Rates of Typical Development
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Assessment
Playtime 1-2-3
1. Diagnosis2. Functional Assessment3. General Development4. Family of Caregivers5. Communities & Neighborhoods
Factors Influencing Development
University of South Florida, College of Medicine, Department of Pediatrics,
Division of Child Development & Neurology, Early Intervention Program, 2000
All children have a diagnosis relative to how the brain has developed; most infants are born perfectly normal yet 3% of the general population will be diagnosed with disabilities, i.e., there is irreversible damage to their brains.
Factors Influencing Development
University of South Florida, College of Medicine, Department of Pediatrics,
Division of Child Development & Neurology, Early Intervention Program, 2000
Factors Influencing Development
All children are entitled to a functional assessment, i.e., an objective way to observe them across their developmental levels.
University of South Florida, College of Medicine, Department of Pediatrics,
Division of Child Development & Neurology, Early Intervention Program, 2000
For each month of age there should be one month of progress:
Rates of Development
12 24 36
Age
Functioning
Contribution by Dr. Mary Paven, USF Health & All Children’s Hospital
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Early Milestones All About Sarasota Kids
Delay
Deviance
Disassociation
What does a diagnosis look like?
A significantly slow rate of development across all or specific domains
Delay• Alerting to sound & orienting to voices
• Soothing when picked up
• Showing evidence of a social smile
• Cooing, babbling & eventually talking, listening, gesturing, laughing, following directions…
• Supporting weight, rolling, sitting, cruising, walking, climbing…
• Manipulating fingers, transferring & lifting objects, reaching, grasping…
• Making marks on paper with a crayon, scribbling, imitating strokes, drawing circles, naming colors…
Delay means a child who is not…
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An abnormal or atypical
pattern
Deviance
• Talking but cannot understand their words—may need Speech Therapy (ST)…
• Walking but falls easily, frequently or bumps into furniture, people—may need Physical Therapy (PT)…
• Reaching, grasping but with one side of the body—may need Occupational Therapy (OT)…
Deviance means a child who is not…
A situation where 2 streams of development vary significantly in their rates
Disassociation Disassociation means the child is…
• Able to use hands and fingers well (Fine Motor) but movement with large muscles (Gross Motor) is lacking balance, symmetry and quality.
• Able to think and talk at the same level but both are lower than chronological age (CA).
• Able to communicate but unable to relate to peers socially and may have difficulty controlling personal space, entering a group.
The Pyramid Model:Promoting Social and Emotional Competence
and AddressingChallenging Behavior
Tertiary Few Families →
SecondarySome
Families →
Universal
All Families →→
Center on the Social and Emotional
Foundations for Early Learning
Best Practice
Playtime 1-2-3
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Factors Influencing Development
All children follow a course of general development related to their physical growth and development.
University of South Florida, College of Medicine, Department of Pediatrics,
Division of Child Development & Neurology, Early Intervention Program, 2000
Infant-Toddler Certification Training Series in Sarasota: STAR Babies
Review of Curricula Beyond Cribs & Rattles (Creative Center for Childhood Research & Training, Inc.)
Cradling Literacy (Zero-to-Three)
Planning & Caring for Infants & Toddlers (Suncoast Technical Institute Course)
WestEd Center for Child & Family Studies
Living in Everyday Moments (FSU-Center for Prevention & Early Intervention Policy)
The Creative Curriculum for Infants & Toddlers (Diane Trister-Dodge)
Partners for a Healthy Baby (FSU-Center for Prevention & Early Intervention Policy)
Positive Behavior Supports (The Center on the Social-Emotional Foundations for Early Learning)
(Boothby, 2012-2015, Infant-Toddler Training, Early Learning Coalition of Sarasota County)
Go to and start…
Where the child is… Developmentally
Trust Sensorimotor Play
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Body to Toys & Play Materials
“Fluid”→
Process→
Symbol→
Structured
Product
Sign
Construction Play: Developmental Progression
Process Practice…
Product
Coaching
Playtime 1-2-3
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Building Playful Experiences & Interactions
Toys & Play
Materials
Types
Arrangement
Adult Interactions
Amount
PLAY OVERVIEW
FOUR TYPES OF PLAY(Sara Smilansky, 1968)
Sensorimotor or Functional—“Whole Body Movement”
Construction: “Fluid” or Messy → Structured
Dramatic, Fantasy or Pretend—Microspheric: In the “miniature”—Macrospheric: In the “real-life size”
Games with Rules—Requires the ability to take the perspective of another & de-
center from self—Reserved for the play of older children
Sensorimotor Play
“Fluid” Construction Play
Children use “Fluid,” Messy & Structured Construction Play Materials
and develop from being
Sensorimotor, Process Players (Toddlers)to being able to
Create Realistic Productsto understanding the differences between
Symbols: & Signs (C-A-T)
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“Fluid” & Structured Play Materials
Fluid/Messy
WaterSand
Finger PaintMudClay
Playdoh™Crayons
Paint w/ brushesPens
Pencils
Structured
Unit blocksHollow blocksColored blocks
Lego™Lincoln LogsBristle BlocksForm Boards
Montessori MaterialsTinker Toys
Puzzles
“Fluid” – Structured ConstructionContinuum of Objects
FLUID------------------------------------------------------------------------------------STRUCUTRED
↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑Water for Water Play Wet Sand
↑ ↑ ↑ ↑ ↑ ↑
Finger Paints Clay & Playdoh™ Montessori Materials↑ ↑ ↑ ↑
Dry Sand Drawing Equipment Form Boards↑
Lego™ Puzzles↑
Easel Paints↑
Unit Blocks
Source: Wolfgang, C.H., 1977, Helping Aggressive and Passive Preschoolers Through Play.
Outside Solitary Fluid Construction Play
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Structured Construction Play Microspheric Symbolic Play
Macrospheric Symbolic Play Formula for Calculating Play Spaces
3 Play Spaces per Child across the 3 Kinds of Play
3‐4 Infants = 9‐12 Play Spaces6‐8 Toddlers = 18‐24 Play Spaces
SPACES…not the number of activities
(Prescott & Kritchevsky, 1969)
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“Childrenshouldbeabletodotheirownexperimentingandtheirownresearch.Teachers,ofcourse,canguidethembyprovidingappropriatematerials,buttheessentialthingisthatinorderforachildtounderstandsomething,hemustconstructithimself,hemustre‐invent.”
Jean Piaget, 1972, p. 27
Factors Influencing Development
All children are born into a family of care-givers who give them the essential attention and experiences they need to grow and develop as milestones appear.
University of South Florida, College of Medicine, Department of Pediatrics,
Division of Child Development & Neurology, Early Intervention Program, 2000
Read
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Story-Telling
Talk
Listening Play
Move
75% of families benefit from informal supports rather than professional interventions
Research Shows…
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CAREGIVERS PROFESSIONALS
Perspectivesand Choice
Expertise
Mutual Respect
Professional ExpertiseValued
Parent KnowledgeVital Contribution
(Goodman, 1994)
Family-Centeredness
EMPOWERMENT
All children need their communities and neighborhoods as they are important to a family’s support and functioning.
Factors Influencing Development
University of South Florida, College of Medicine, Department of Pediatrics,
Division of Child Development & Neurology, Early Intervention Program, 2000
Play to Learn… Learn to Play…
Questions & Answers
Please Complete Evaluations
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Adjourn
Louise H. Boothby, Ph.D., ITDSDevelopmental Consultant
Playtime 1-2-3Assessment Best Practice Coaching
Play 2 Learn 4 School Success
Sarasota, FL 34276941-266-8011
www.drlouiseboothby.com
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Creating Playful & Engaging Experiences for Children with Developmental Delays
Louise H. Boothby, Ph.D., ITDSDevelopmental Consultant
Playtime 1-2-3Assessment Best Practice Coaching
Play 2 Learn 4 School Success 73
Opening Remarks